Unnes Science Education Journal starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/usej MIGRATION OFFICIAL STATEMENT HERE Unnes Science Education Journal [p-ISSN 2252-6617 | e-ISSN 2502-6232 | DOI 10.15294/usej] published by Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang Collaborate with Perkumpulan Pendidikan IPA Indonesia contains scientific research articles of science education, chemistry, physics, and biology; conceptual articles and Classroom Action Research {CAR}. Starting from 2022, this journal published articles three times in a year ie April, August and December. This journal contains innovative learning topics, development of learning tools, curiculum design, assessment, and the up to date scientific researchs view Focus and Scope. Abstracted/Indexed in Dimensions, SINTA, GARUDA, more.. Accreditation Certificate: 2023-2027
Research Trends in Science Literacy in Education: A Bibliometric Analysis for the Period 2022-2025
Scientific literacy has become a key competency in contemporary science education, particularly amid the post-pandemic landscape marked by accelerating digitalization, expanding access to information, and growing demand for evidence-based decision-making. Although literature on scientific literacy continues to expand, understanding of recent research developments remains limited. This study aims to examine research trends, intellectual structures, and emerging themes in scientific literacy research within educational contexts from 2022-2025. A bibliometric approach was adopted using data retrieved from the Scopus database through a systematic search and screening process guided by the PRISMA framework, with publications analyzed via Microsoft Excel and VOSviewer to assess publication growth, geographical and institutional contributions, citation performance, and keyword co-occurrence networks. The results indicate a substantial increase in publication output after 2023, with the United States, Indonesia, and China as leading contributors, reflecting the global scope of the field and disparities in national research capacities. Institutional analysis reveals broad participation across universities and research organizations, while citation and keyword analyses point to inquiry-based learning, scientific reasoning, critical thinking, and emerging themes including socioscientific issues and technology-enhanced education. These findings signal a shift toward competency-based frameworks emphasizing reasoning and evidence evaluation, informing curriculum development and future research.
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A Systematic Literature Review on Research Trends and Pedagogical Patterns in Teaching Fluid Mechanics 2024
Despite growing interest in innovating fluid mechanics education, teaching strategies and learning outcomes often remain fragmented rather than systematically aligned. This study aims to comprehensively examine global research trends and pedagogical patterns in fluid mechanics education within higher science education. An integrated approach combining bibliometric analysis and qualitative meta-analysis through a systematic literature review (SLR) was employed. A total of 326 Scopus-indexed publications published between 2019–2025 were analyzed using the Bibliometrix package in RStudio for performance analysis, while 35 selected studies were further examined through PRISMA-guided qualitative coding using NVivo software. The findings reveal a rapidly growing research field, although international collaboration remains limited. Thematic analysis indicates a strong shift toward student-centered and technology-enhanced pedagogies, particularly flipped classrooms, simulation-based learning, and computational instruction. However, instructional strategies are predominantly implemented in isolation, with limited integration across learning designs. Consequently, learning outcomes, such as conceptual understanding, problem-solving skills, and computational competencies remain insufficiently aligned. Overall, this study highlights a critical gap in unifying pedagogical approaches, instructional strategies, and learning outcomes within coherent frameworks. Future research should develop and empirically validate integrated, technology-supported instructional models to foster holistic, transferable learning in higher education fluid mechanics.
STEM-Based 3D Virtual Learning Media on Cell Biology to Enhance Conceptual Understanding and Digital Literacy
Conceptual understanding and digital literacy are key competencies in 21st-century learning. However, observations at SMP Negeri 10 Semarang indicate that these two skills are still not being developed to their full potential in science lessons. Consequently, there is a need for innovative teaching materials capable of enhancing students’ conceptual understanding and digital literacy in an integrated manner. Cell-based material was selected because it is microscopic and complex, thus requiring learning media capable of visualizing cell organelles to aid students’ conceptual understanding. This study aims to analyze the effectiveness of the media in improving conceptual understanding and digital literacy in cell-based material. The research method used was the ADDIE development model of R&D with an experimental design. The research sample comprised Class VIII A as the experimental class and Class VIII D as the control class. The results of the study indicate that: 1) The STEM-based 3D virtual learning media on cell material is sufficiently effective in improving conceptual understanding, as indicated by the experimental class achieving an N-Gain score of 0.63 (moderately effective), compared to the control class using video and worksheets, which only achieved an N-Gain score of 0.20 (ineffective). 2) The results showed that the STEM-based 3D virtual learning media on cell material was sufficiently effective in improving digital literacy, as indicated by the experimental class achieving an N-Gain score of 0.70 (moderately effective), while the control class only achieved an N-Gain score of 0.18 (ineffective). This research contributes to the development of science learning media through the integration of STEM-based 3D virtual media that is able to visualize cell concepts in a more concrete, interactive, comprehensive, and accessible manner, thus supporting increased conceptual understanding and digital literacy according to the demands of 21st century competencies.
Developing Scientific Communication through Sustainability-Oriented STEM Project-Based Learning: Evidence from an Edible Film Project
Developing scientific communication requires more than students’ ability to convey information; it requires sustained opportunities to interpret evidence, communicate scientific ideas, and construct evidence-based conclusions through meaningful scientific practices. This study investigates the development of students’ scientific communication skills within Sustainability-Oriented STEM Project-Based Learning through an edible film project. Scientific communication was conceptualized as a multidimensional competency involving identifying information, communicating scientific ideas, and constructing evidence-based conclusions. The study employed a quantitative repeated-measures classroom intervention design involving 22 seventh-grade students. Data were collected using an observation instrument and analyzed using descriptive statistics, the Friedman test, and Spearman rank correlation analysis. The results showed significant improvement across all dimensions of scientific communication throughout the three learning sessions (p < 0.001), with the greatest improvement observed in students’ ability to construct evidence-based conclusions. Correlation analysis revealed significant relationships among all dimensions. These findings suggest that Sustainability-Oriented STEM Project-Based Learning provides opportunities for students to engage in collaborative inquiry, scientific reasoning, and communication through contextual sustainability issues. The findings indicate that scientific communication develops as an interconnected multidimensional competency in collaborative STEM learning experiences.
Chemoenterpreneurship-Based Deep Learning and MSME Partnerships: Improving Chemistry Learning Outcomes and Graduate Profile
Deep learning has become one of the strategic approaches promoted by the Indonesian Ministry of Primary and Secondary Education to enhance meaningful learning. This study aims to analyze the implementation of chemoentrepreneurship-based deep learning and learning partnerships toward improving learning outcomes and the graduate profile dimensions. A quasi-experimental method with a pretest-posttest control group design was employed involving 59 twelfth-grade students at Al Azhar 14 Islamic Senior High School, Semarang. Data were collected using objective tests to assess learning outcomes and critical reasoning, while observation sheets were used to evaluate creativity, collaboration, and communication. The research instruments have been tested for validity and reliability. The results showed that the implementation of deep learning was able to improve students’ learning outcomes and graduate profile dimensions compared with conventional instruction. The experimental group achieved high N-Gain scores for chemistry learning outcomes (0.81) and critical reasoning (0.75), and the independent sample t-test confirmed a significant difference between groups (t = 4.799, p < 0.001). It can be concluded that integrating deep learning with chemoenterpreneurship and MSME partnerships effectively promotes meaningful chemistry learning. This study contributes an innovative instructional model that combines authentic industry partnerships and chemoenterpreneurship to strengthen both academic achievement and graduate profile dimensions.
Designing Metacognitive Scaffolding Based on Science Talk to Enhance Students Scientific Argumentation
Scientific argumentation is essential for critical thinking and evidence-based reasoning in 21st-century science education. However, procedural teaching methods often neglect metacognitive regulation in argument construction. This study aims to analyze the validity, practicality, and effectiveness of student worksheets designed as operational representations of science talk-based metacognitive scaffolding. Employing a Research and Development (R&D) approach with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the research involved Grade 7E students at SMP Negeri 2 Panti, Jember. Data were gathered through expert validation, observation, pretest-posttest assessments, and student questionnaires. Results demonstrated high validity (95.5%) and practicality (95.5%). Effectiveness was evidenced by a moderate N-gain score of 0.67 and a 93.0% positive student response rate. These findings suggest that integrating metacognitive scaffolding and dialogic pedagogy significantly enhances students' scientific argumentation skills. This research contributes to the theoretical framework of argumentative learning design and metacognitive regulation in science education.
Reog Ponorogo-Based Discovery Learning to Enhance Science Motivation and Cognitive Abilities of Junior High School Students
A person’s success in achieving educational competencies is influenced not only by intellectual factors but also by non-intellectual factors, such as learning motivation. Cognitive ability is another essential component of successful science learning. However, students’ learning motivation and cognitive abilities in science remain relatively low. Therefore, this study aimed to improve students’ learning motivation and cognitive abilities through the implementation of a local wisdom-based discovery learning model. A pre-experimental study employing a one-group pretest-post-test design was conducted. Learning motivation was measured using a questionnaire, cognitive abilities were assessed through pre-test and post-test instruments, and learning implementation was evaluated using an observation sheet. The data were analyzed using N-Gain and the Wilcoxon signed-rank test. Results showed significant improvements in both learning motivation and cognitive abilities after the implementation of the learning model (Wilcoxon, p < 0.001). The N-Gain score for learning motivation was 0.67 (medium), while the N-Gain score for cognitive abilities was 0.54 (medium). The average implementation of learning across three meetings reached 92%, indicating excellent implementation fidelity. This study contributes empirical evidence by demonstrating the effectiveness of integrating Reog Ponorogo local wisdom into the discovery learning model to enhance students’ learning motivation and cognitive abilities in Indonesian junior secondary science education. These findings suggest that integrating local cultural contexts into science instruction can serve as an effective strategy for improving students’ learning outcomes.
Development of the PBL-STEMR Model on the Earth and Solar System Topic to Enhance Religious Literacy and Metacognitive Knowledge of Madrasah Tsanawiyah (MTs) Students
The low integration of religious values in Natural Science (IPA) learning and the suboptimal development of metacognitive knowledge among students of Madrasah Tsanawiyah (MTs) have become issues that require serious attention. Science learning tends to focus on the cognitive aspects of science and separates scientific knowledge from religious values, particularly in the topic of Earth and the Solar System, which actually has a strong connection with religious values. This study aims to develop a Problem Based Learning model integrated with Science, Technology, Engineering, Mathematics, and Religion (PBL-STEMR) and to analyze its feasibility and effectiveness in improving the religious literacy and metacognitive knowledge of MTs students. This research is a Research and Development (R&D) study that refers to the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is the PBL-STEMR learning model along with its supporting instructional components. The feasibility of the model was tested through expert validation, while the effectiveness of the model was analyzed based on the measurement results of students’ religious literacy and metacognitive knowledge after the implementation of the model. The results of the study indicate that the PBL-STEMR model is considered feasible for use based on expert evaluations. Furthermore, the implementation of the PBL-STEMR model has been proven to be effective in improving the religious literacy and metacognitive knowledge of MTs students in the topic of Earth and the Solar System. This study concludes that the PBL-STEMR model is a feasible and effective innovative approach for integrating science and religious values while enhancing students’ metacognitive knowledge. It is recommended as an alternative for science learning in MTs to support holistic education, balancing scientific understanding and religious character development.
Development and Validation of a Newton’s Laws E-Module Integrated with Muhammadiyah Values
The cultivation of religious character is essential in shaping students who not only understand academic content but are also able to internalize and implement Islamic values in their daily lives. Accordingly, teachers are expected to produce human resources who are not only academically competent but also religiously grounded. This study aimed to develop a Newton’s Laws e-module integrated with Muhammadiyah values. The research employed a descriptive design to describe the validity of the developed e-module. The research instrument consisted of an expert validation sheet used to evaluate the Newton’s Laws e-module integrated with Muhammadiyah values. The validation findings demonstrate that the developed e-module meets the validity criteria and is considered appropriate for use in physics learning. All assessed indicators obtained Aiken’s V coefficients above the minimum validity standard of 0.75. Specifically, the coefficient values were 0.88 for curriculum and learning outcome alignment, 0.85 for the accuracy of Newton’s Laws content, 0.76 for the integration of Muhammadiyah values, 0.79 for media and visual design as well as learning features, and 0.87 for Indonesian language conventions. In addition to the quantitative results, the validators provided several recommendations to improve the quality of the e-module. These recommendations included strengthening student activity feedback, adding one relevant Qur’anic verse to each subtopic, revising the background color composition, and refining the feedback system embedded in the e-module. Considering these findings, subsequent studies may focus on developing an offline version of the Newton’s Laws e-module integrated with Muhammadiyah values to enable broader use in schools with limited internet access.
Developing STEM Literacy through Interdisciplinary Learning on Environmental Change
This study aimed to develop and evaluate an interdisciplinary STEM learning model integrated with Education for Sustainable Development to enhance senior high school students’ STEM literacy on environmental change topics. A mixed-methods approach with a quasi-experimental pretest–posttest control group design was employed, supported by qualitative analysis of students’ learning processes. Quantitative data were collected using a validated 24-item test measuring four dimensions of STEM literacy science, technology, engineering, and mathematics and analyzed using comparative statistics and normalized gain. Qualitative data were analyzed thematically to examine students’ systemic understanding. The results showed that the experimental group achieved higher improvement (mean pretest = 60.88; posttest = 93.39; normalized gain = 0.86, high) compared to the control group (mean pretest = 59.02; posttest = 85.87; normalized gain = 0.69, moderate). Across the four STEM literacy dimensions, the experimental group reached the high category on science (0.86), technology (0.89), engineering (0.81), and mathematics (0.75), whereas the control group reached the high category only on engineering (0.74) and remained in the moderate category on science (0.57), technology (0.68), and mathematics (0.59). It can be concluded that integrating Education for Sustainable Development into interdisciplinary STEM learning effectively enhances students’ holistic STEM literacy and supports sustainability-oriented science learning.
Batik Mangrove Kutawaru: Scientific Knowledge and its Potential for Empowering Spatial Thinking Skills
The influence of globalization and modernization has made the condition of local wisdom in Indonesia very concerning. Preserving local wisdom can be through education, one of which is science learning. In addition, the basic skill that students must have to achieve 21st-century skills is spatial thinking skills. The research aims to identify scientific knowledge in the process of making batik mangrove as local wisdom in Kutawaru, Cilacap and analyze the potential of scientific knowledge in the process of making batik mangrove Kutawaru to empower spatial thinking skills. This research is a qualitative research, by using purposive sampling techniques. Data was collected using interviews, observation, and documentation. Data validity was tested using the triangulation technique. Data analysis for this research was conducted interactively through the stages of data collection, data reduction, data presentation, and drawing conclusion. This study contributes to ethnoscience by identifying the transformation of local knowledge in the production of batik mangrove Kutawaru into scientific knowledge that can improve spatial thinking skills in science learning.
Developing Structured Inquiry-Based LKPD to Train Science Process Skills
Science learning in the 21st century requires student-centered approaches that promote scientific thinking and Science Process Skills (SPS). Inquiry-based learning provides opportunities for students to engage in scientific activities; however, its implementation requires structured learning materials that systematically facilitate SPS development. This study aimed to develop and evaluate the feasibility, readability, and practicality of a structured inquiry-based Student Worksheet (LKPD) on the excretory system topic to support SPS training. The study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Development stage. The subjects were Grade 11 students (XI IPA 1) at MAN 3 Tangerang. The procedures included needs analysis, LKPD design, expert validation, student readability assessment, and teacher response evaluation. The results showed that the LKPD achieved an average validation score of 83% (very feasible), student readability of 89.8% (very readable), and teacher response of 73.2% (feasible). These findings indicate that the structured inquiry-based LKPD is a feasible learning resource that provides systematic guidance for students to engage in scientific activities and supports SPS training in senior high school biology learning.
Integrating Islamic Values Into Science Instruction to Improve the Scientific Attitude and Character Development of Madrasah Ibtidaiyah Students
Science learning in Madrasah Ibtidaiyah plays a strategic role in shaping students’ scientific attitudes while fostering character development aligned with Islamic values. However, science learning in many Islamic primary schools still tends to emphasize conceptual mastery rather than integrating moral and religious dimensions. Therefore, this study aims to: (1) analyze the implementation of integrating Islamic values into science learning, (2) examine its contribution to strengthening students’ scientific attitudes, and (3) describe its implications for the character development of Madrasah Ibtidaiyah students. This research employed a qualitative approach using a multi-site study design conducted at MI Miftahul Huda Mlokorejo Jember and MI Ar-Roudhoh Patrang Jember, Indonesia. Data were collected through in-depth interviews, classroom observations, and documentation studies involving ten key informants consisting of madrasah leaders, teachers, and students. The collected data were analyzed using an interactive qualitative analysis model involving data condensation, data display, and conclusion drawing, complemented by cross-site analysis. The results of the analysis reveal that the integration of Islamic values in science learning is implemented systematically through madrasah policies, instructional planning, and teachers’ pedagogical practices. This integration strengthens students’ scientific attitudes, particularly curiosity, scientific honesty, accuracy, and openness to evidence, while also supporting the development of religious character, discipline, responsibility, and social awareness. These findings highlight that integrating Islamic values into science learning provides a holistic pedagogical approach that connects scientific, moral, and spiritual dimensions in Islamic primary education.
Development of an E-Encyclopedia of Fish Diversity in Rawa Pening Lake to Improve Critical Thinking Skills
The purpose of this study is to develop an e-encyclopedia based on local potential to improve students’ critical thinking skills. The research method used is Research and Development (R&D) with the Borg and Gall development model. This study involved 60 grade X students consisting of 32 students from SMA Islam Sudirman Bringin and 28 students from SMA Negeri 1 Bringin. Based on the results of the validation analysis by material experts and media experts, the average validation of material experts was 0.94 and media experts was 0.93, which is included in the very valid category so it is suitable for use in learning activities. The improvement of students’ critical thinking skills was analyzed using the N-Gain test per indicator with an average of 0.69 in the moderate category. The results of the field test indicate that the e-encyclopedia is effective in improving students’ critical thinking skills. This study also contributes to the development of science education through the utilization of local potential as a contextual and innovative learning resource that supports 21st-century skills-based biology learning.
Integrating STEM and SDGs in Elementary School: Fostering Environmental Awareness Through Practical Chemistry
This study examines the integration of Science, Technology, Engineering, and Mathematics (STEM) with the Sustainable Development Goals (SDGs) in elementary science learning, particularly within environmental chemistry contexts. In response to escalating global environmental challenges, elementary education plays a strategic role in fostering students’ environmental awareness and sustainable behavior from an early age. This research employs a systematic literature review (SLR) approach to analyze recent national and international studies published between 2020 and 2025 that investigate STEM-based learning aligned with SDGs. The selected studies include various hands-on and contextual learning activities, such as plastic waste recycling into paving blocks, composting organic waste, and the use of STEM-based digital learning materials. The results reveal that contextualizing chemistry concepts, including polymer properties, biodegradation, and waste management, through practical STEM projects significantly enhances students’ scientific literacy, critical thinking skills, and environmental care character. In addition, the integration of SDGs, particularly Goal 4 (Quality Education), Goal 12 (Responsible Consumption and Production), and Goal 13 (Climate Action), into elementary science curricula effectively promotes responsible environmental stewardship. These findings indicate that context-based and project-oriented STEM learning provides meaningful learning experiences that bridge scientific concepts with real-world environmental issues. This study concludes that the integration of STEM and SDGs through hands-on, contextual learning represents an effective pedagogical approach for strengthening environmental awareness in elementary education. Furthermore, this research contributes to the field of science education by offering a systematic synthesis of empirical evidence and proposing an integrated STEM–SDGs framework as a theoretically grounded model for enhancing scientific literacy and socio-environmental responsibility at the primary education level.
Gamified Learning Using LoGaLab to Enhance Student Engagement and Conceptual Understanding
The rapid development of educational technology necessitates innovative approaches to enhance student engagement and conceptual understanding in science learning. However, international assessments indicate that Indonesian students’ performance remains below the global average, particularly in engagement. This study aimed to examine the effectiveness of gamified learning through Locomotor Game Laboratory (LoGaLab) in improving middle school students’ engagement and conceptual understanding of the human locomotor system. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected using learning outcome tests and engagement questionnaires, analyzed through one-sample and paired-sample t-tests. Qualitative data were obtained from classroom observations and semi-structured interviews. The results revealed that student engagement significantly exceeded the theoretical mean (p < 0.001), while conceptual understanding improved significantly between pretest and posttest scores (p < 0.001). Qualitative findings indicated that LoGaLab enhanced motivation, collaboration, persistence, and active participation through interactive activities. These findings suggest that gamified learning using LoGaLab is an effective instructional strategy for improving student engagement and conceptual understanding in science education. This study contributes to science education by providing novel empirical evidence on how gamification, when structurally integrated with a discovery learning model, can simultaneously optimize both affective engagement and cognitive outcomes within a specific scientific domain.
Development of Science Virtual Laboratory Integrated with Local Potential of Kotagede Silver Crafts to Improve Critical Thinking Skills and Learning Independence
This research aims to develop a virtual science laboratory integrated with the local potential of Kotagede silver crafts as an interactive learning medium and to examine its practicality and effectiveness in improving critical thinking skills and learning independence. The development used ADDIE model: Analyze, Design, Develop, Implement, and Evaluate. The analysis covered preliminary, student, curriculum, and concept. The planning stage produced a criterion-referenced test, product outline, storyboard, and virtual laboratory design. The development stage included product development, validation by three lecturers and two practitioners, and a readability test. The implementation involved empirical testing and a field trial, with evaluation at each stage. Product feasibility was analyzed using mean scores converted into a four-point scale. Trial subjects were selected through cluster random sampling. The field trial applied a nonequivalent pretest-posttest control group design with 33 students in the experimental class and 34 in the control class from a junior high school in Yogyakarta. Readability, practicality, and feasibility were measured using average percentages, while effectiveness was tested with an effect size. Results showed that the virtual science laboratory was 80.2% feasible (very good), practical for classroom use, and effective in improving critical thinking and students learning independence.
Development of an Intertextual-Based E-Module on Acid–Base Titration Concepts Integrating Science Process Skills
Students often experience difficulties in understanding chemistry due to their limited ability to connect macroscopic, submicroscopic, and symbolic representations, leading to misconceptions, particularly in acid–base titration. This issue is exacerbated by learning resources that predominantly emphasize symbolic aspects and do not adequately support the integration of multiple representations. To address these challenges, this study developed an intertextual-based e-module that integrates the three levels of chemical representation to support students’ conceptual mastery and Science Process Skills (SPS). This study employed the ADDIE Instructional Model, which consists of five phases: analysis, design, development, implementation, and evaluation. Expert validation involving aspects of chemistry content, pedagogy, language, and media was conducted to assess the feasibility of the e-module. Inter-rater reliability (IRR) percentages were calculated for each aspect, showing high feasibility: content (66.67–100%), pedagogy (100%), language (100%), and media (100%). Feedback from experts was analyzed, and minor revisions were made to improve the quality of the e-module. These results indicate that the intertextual-based e-module is feasible and potentially effective for teaching acid–base titration concepts in high schools. This study contributes to chemistry education by highlighting the integration of intertextual approaches and Science Process Skills within an e-module as a potential way to address students’ difficulties in understanding acid–base titration concepts.
The Effectiveness of Native-Coded Interactive Worksheets Integrated with Virtual Laboratories to Enhance Computational Thinking in Thermal Concepts
This study aims to examine the effectiveness of a native-coded interactive electronic worksheet integrated with a three-dimensional virtual laboratory in enhancing junior high school students’ computational thinking in thermal physics. The innovation of this study lies in the coherent integration of native web programming and a 3D virtual laboratory within a single learning environment, enabling structured interactivity, dynamic visualization, and embedded computational tasks. The findings indicate that the developed media achieved high feasibility, practicality, and readability, and significantly improved students’ computational thinking, with moderate learning gains and a significant difference between the experimental and control groups. These results suggest that the integration of interactive worksheets and virtual laboratories supports key computational thinking processes, including decomposition, abstraction, and algorithmic reasoning. This study contributes to physics education by demonstrating how computational thinking can be systematically embedded through the alignment of interactive media and virtual experimentation. In conclusion, this integrated approach provides a scalable and pedagogically grounded model for advancing higher-order thinking skills in digital physics learning.
Enhancing STEM Education in Early Childhood: Science Process Skills, Effective Questioning, and Science Concept Understanding of Kindergarten Teachers in Greater Bandung Area
Aligned with Indonesia’s Education Roadmap 2025–2045 in improving Early Childhood Education (ECE) and promoting STEM learning in ECE to develop innovation and problem-solving skills in children from an early age, his study aims to examines the readiness of early childhood educators in the Greater Bandung area to implement STEM learning, focusing on three areas: science process skills (SPS), effective questioning, and science concept understanding. Utilizing a convergent parallel mixed-method design, data were collected from 17 purposively selected kindergartens through direct classroom observations, video and audio transcripts, and teacher interviews. The results show that kindergarten teachers in the Greater Bandung area demonstrate a "partial readiness" for STEM learning implementation. The result showed 58% teachers have incorporated four different SPS, particularly observation and experimenting, while skills such as classifying and measuring are less developed. Questioning practices were largely limited to basic strategies, with higher-order questions and peer collaboration rarely observed. In addition, the presence of misconceptions and the lack of scientific explanations indicate gaps in teachers’ science content knowledge. These findings point to the need for targeted professional development to strengthen early childhood educators’ skills and confidence in delivering STEM learning in ECE settings.
Applying the Computational Thinking for Science Framework to Enhance Students’ Computational Thinking in Renewable Energy Topics
This study investigates the effectiveness of the Computational Thinking for Science (CT-S) framework in improving high school students’ computational thinking (CT) skills in renewable energy learning. Results indicate that CT-S–based instruction resulted in marked improvement in students’ computational thinking performance. The study employed an embedded mixed-method design in which qualitative data served as the primary source of evidence, supported by quantitative analysis. The quantitative component used a pre-experimental one-group pretest–posttest design. Rasch modelling was applied to examine changes in item difficulty, person ability, and CT ability levels. Qualitative data were collected through Verbal Protocol Analysis (VPA) to capture students’ cognitive processes during learning activities. CT-S–aligned activities engaged students in data analysis, modelling simulations, solar-panel experimentation, and the design of an automated solar-tracking system. Qualitative findings show progressive development of CT components. Abstraction dominated early data interpretation, while decomposition and algorithmic thinking emerged during modelling and experimentation. Advanced problem-solving became evident during the engineering design activity. Quantitative results confirmed substantial improvement. Mean item difficulty decreased from 0.25 to –0.33 logits, mean person ability increased from 0.04 to 0.56 logits, and the number of students reaching the highest CT level increased from 10 to 31, with no decline observed. Overall, the findings demonstrate that CT-S–based instruction effectively strengthens students’ conceptual and procedural computational thinking skills in science learning.
Designing and Evaluating Jotform-Based Instrument for Assessing Students' Multiple Representational Skills
Phenomena in physics are often presented in various forms, such as equations, verbal, graphs, tables, and images, which require multiple representation skills in understanding and describing natural phenomena correctly. Effective development of students’ multiple representational skills requires prior assessment of their existing representational abilities. This study aims to develop a JotForm-assisted multiple representation ability assessment instrument for Phase F students on linear Motion material and to examine its design qualitatively. The research uses the 4D model, to produce a prototype that is ready to be tested. Data were obtained through documentation and interviews, including literature review, curriculum analysis, and needs identification. At the design stage, it begins with selecting the question material to be used, preparing a multiple representation assessment instrument, creating a design with JotForm, and compiling guidelines. A qualitative review of the instrument design was conducted by two experts in physics learning and physics learning evaluation and 4 practitioners from SMA 4 Surakarta and SMA 3 Boyolali. The review results showed that the assessment design, which consisted of 15 questions, was suitable for further development.
Development of a Non-Textbook with SDGs Framework to Enhance Students’ Scientific Literacy
This study aims to develop and evaluate the feasibility and effectiveness of the non-textbook Persahabatan Besi dan Magnet as an innovative learning material to enhance junior high school students’ scientific literacy. The book was created using a Discovery Learning approach integrated with narrative, visual, and experiential elements, and aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 12 (Responsible Consumption and Production). The research followed Borg and Gall’s Research and Development (R&D) model, which includes needs analysis, product design, expert validation, limited trials, and effectiveness testing. Participants consisted of 30 students and three science teachers from a junior high school in Sukabumi, Indonesia. Data were collected through questionnaires, expert validation forms, teacher and student response surveys, and a scientific literacy test covering competence, knowledge, context, and attitude. Expert validation showed that the book met the “very good” category, especially in content accuracy and conceptual depth. Teacher and student responses were highly positive, noting clear language, visual appeal, and contextual relevance. Effectiveness testing demonstrated a significant improvement in scientific literacy, supported by medium N-Gain and a very large effect size. These results indicate that the book is a feasible and effective alternative learning resource.
Development of A Teaching Module Containing Islamic Values on the Material of the Human Reproductive System to Strengthen Students’ Critical Thinking Abilities in Madrasah Aliyah
The purpose of this research is to develop and implementation of a teaching module containing Islamic values on the human reproductive system material to improve critical thinking. The development research method used ADDIE (Analyze, Design, Development, Implementation, and Evaluation). Data were obtained analysis, questionnaires, and tests (pre-post). The module was analyzed by expert validators. Data analysis techniques used descriptive analysis and statistical analysis. The results of the study showed that the characteristics of the teaching module were interactive. The teaching module was packaged with an attractive visual design and systematic layout, the integration of verses from the Qur’an and Hadith related to the human reproductive system, and the presence of special features such as Islamic Values and Critical Thinking designed to stimulate students’ critical thinking skills so that students were interested in reading it. The validity value of the teaching module was declared very valid based on the assessment of media experts at 93.80% and material experts at 97.04%. The practicality value of the teaching module was declared very practical based on the teacher’s assessment at 89.24% and the student’s assessment at 85.69%. The value of increasing students’ critical thinking skills was analyzed through N-Gain analysis per indicator with an average result of 0.85 (high). It can be conclude that the teaching module has interactive.
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The Exploration of Self-Efficacy Beliefs and PCK among Gen Z Pre-Service Physics Teachers in Indonesia: A Sequential Explanatory Study
This study aims to explore the relationship between self-efficacy and Pedagogical Content Knowledge (PCK) of Generation Z preservice physics teachers. Given the unique characteristics of Generation Z, who are tech-savvy but often face challenges in mastering in-depth physics content. The research method used is a mixed method with a sequential explanatory design. Quantitative data were collected from 75 preservice physics teachers using a PCK test instrument adapted from DTAMS and a self-efficacy questionnaire. Qualitative data were obtained from in-depth interviews with 20 preservice teacher participants. The main finding of the quantitative analysis was that there was no significant relationship between self-efficacy and PCK among preservice teachers. Pearson's correlation test confirmed that there was no significant linear relationship between the two (r<0.2). Qualitative findings explain that self-efficacy is conditional, built through philosophical beliefs about the importance of learning reform, short-term preparation of physics material before teaching, and validation of the success of teaching methods during field practice. This study concludes that for Generation Z preservice physics teachers, self-efficacy develops independently of the domains of knowledge and pedagogy. The implication of this study is that teaching preparation and teaching practice strategies need to be trained more in the preparation of preservice teachers.
Development of Problem-Based Learning (PBL) Ethnoscience Based Teaching Materials Food and Beverage Additives Material to Improve Students’ Science Literacy
This study aims to develop Problem-Based Learning (PBL) teaching materials integrated with an ethnoscience approach on the topic of food and beverage additives to enhance students’ scientific literacy. The research was motivated by the low level of scientific literacy among Indonesian students, as indicated by the 2022 PISA results, which suggest that science learning remains largely theoretical and insufficiently connected to local cultural contexts. The ethnoscience approach integrates scientific concepts with indigenous cultural knowledge, while the PBL model promotes active learning, critical thinking, and problem-solving skills. This study employed a Research and Development (R&D) method using the 4D model, consisting of Define, Design, Develop, and Disseminate stages. The research subjects were eighth-grade students at SMP Islam Sunan Giri Salatiga. Research instruments included expert validation sheets for materials and media, student response questionnaires, and scientific literacy tests. Data were analyzed using descriptive quantitative and qualitative techniques to determine the feasibility, practicality, and effectiveness of the developed teaching materials. The results indicate that the PBL–ethnoscience-based teaching materials are highly valid, with average validation scores of 89.38% from material experts and 87.68% from media experts. Student responses were categorized as very good, with scores of 80.61% on a small scale and 81.45% on a large scale. The N-gain analysis showed improvements in scientific literacy at high (41.94%), moderate (38.71%), and low (9.68%) levels. These findings demonstrate that PBL–ethnoscience-based teaching materials effectively improve junior high school students’ scientific literacy and can serve as a reference for culturally integrated science learning.
Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning
This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.
Systematic Review of Research Trends in Environmental Literacy in Primary and Secondary Education: A Bibliometric Analysis 2016-2025
The latest Programme for International Student Assessment assesses competencies in the context of environmental issues, making the strengthening of environmental education crucial for enhancing students' environmental literacy. This study aims to analyze the trends, implementation, and dominant topics of environmental literacy in primary to secondary education. A systematic literature review (SLR) was conducted following the PRISMA protocol. A primary data search was performed on the Scopus database using the keyword "environmental literacy" for the 2016-2025 period, which yielded 22 journal articles that met the inclusion criteria. The analysis results show that environmental literacy is measured through four domains: knowledge, skills, attitudes, and responsible behavior. The most dominant measurement method was questionnaires, while the learning approaches included educational games, environmental projects, and problem-based models. The collaboration of activities, surveys, models, and learning media can enable the measurement of environmental literacy to fulfill its domains. Environmental literacy is increasingly oriented towards environmental education and environmental issues, considering effectiveness, awareness, behavior, and learning models. Effective implementation must integrate problem-based learning models that connect local environmental issues with indigenous wisdom, alongside interactive media and educational projects. This study contributes by emphasizing the balance between assessment and authentic learning experience for environmental literacy aligned with Programme for International Student Assessment competencies.
A Vitual Reality Digital Comic: Fostering Environmental Literacy through Baduy Local Wisdom
The objectives of this study are developing and evaluating the effectiveness of a digital comic based green chemistry instructional materials integrated with Virtual Reality (VR) and Baduy local wisdom to improve students’ sustainable environmental literacy. Utilizing Research and Development (R&D) method using 4D model, all instructional components (VR digital comic, teaching module, test instruments, and questionnaires) were validated by experts and deemed highly valid (Aiken’s V > 0.80). A try out of the VR digital comic media with small scale revealed enggaging category with an average percentage exceeding 90%. The Independent Sample t-Test in the experimental and control classes showed a statistically significant difference in posttest scores (Sig. <.001), proving a substantial increase in learning outcomes in the experimental class. Environmental literacy analysis based on the National Environmental Literacy Assessment (NELA) indicators supports these findings: the experimental group achieved a high-level criterion (score: 190) compared to the control group (score: 169). The most prominent improvement in the experimental class was observed in the knowledge and cognitive skills dimensions. The implementation of this learning innovation effectively improves students’ environmental literacy, particularly in knowledge and cognitive skills. Nevertheless, the development of deeply internalized environmental attitudes and behaviors may require more time and a more in-depth approach. However, but this innovation shows significant potential in shaping a generation responsible for environmental issues.
Implementation of Augmented Reality-Based Pop-Up Books to Enhance Elementary Students’ Understanding of Ecosystem Concepts
This study aims to implement and examine the effectiveness of an Augmented Reality (AR) based Pop-Up Book in enhancing elementary students’ understanding of ecosystem concepts. The research employed a One Group Pretest-Posttest Design, involving 139 fifth-grade students from five elementary schools in Surabaya City, Indonesia. The research instruments consisted of a concept comprehension test, observation sheets, and a student response questionnaire. Data were analyzed using a paired-sample t-test and the Normalized Gain (N-Gain) calculation. The findings revealed a significant improvement in students’ learning outcomes, with an average pretest score of 62 and posttest score of 89, resulting in an N-Gain of 0.70, which falls within the high category. Moreover, the classical mastery level reached 100%, and the student response rate toward the media was 98%, categorized as very positive. The AR-based Pop-Up Book proved to be effective in helping students comprehend ecosystem concepts, as it enables them to visualize interrelationships among organisms, energy flow, and biotic–abiotic components in a concrete, engaging, and interactive manner. Furthermore, this medium enhanced students’ motivation, participation, and engagement throughout the learning process. Hence, the AR-based Pop-Up Book can serve as an innovative, contextual, and effective science learning medium aligned with the characteristics of 21st century learners.